Saman Ranabahu

MUELC & MUFY PD Day

11th July, 2017

Objectives

• What is iLOA?

• What is its dual purpose potential to operationalize iLOA as a learning tool?

• How to apply it to improve students’ learning orientation?

• How to deal with any anticipated issues when applying iLOA in your class?

Compromise in assessment?

Formal – informal

Diagnostic - progressFormative - summative

Different views of assessment …..

Dichotomous

Opposites

Formal – Informal

Formative - Summative

Which of these would you use as formative assessment?

1. Practice tests2. End of course exams3. IELTS Test4. Research essay5. Progress tests6. Timed writing7. Error analysis of students’ writing 8. Teacher observation notes of students’ speaking9. Standardised assessment10. ER, MR & DR grading11. Evaluating learner responses to a listening task12. Students comparing notes taken from a lecture

The issue!

Formative Summative

1.

FormativeSummative

Formative

Summative

2.

3.

The issue!

Assessment Learning

1.

AssessmentLearning

Assessment

Learning

2.

3.

Can formative assessment be used summatively?

Can summative assessment be used formatively?

“Assessment has to serve double duty” (Bond

2000:159 cited in Carless, 2015).

Grading – learning

Standardisation – individualisation

“Key aim of assessment is to promote productive

learning” (Carless, 2009:80).

Learning is central in assessment.

LOA captures the centrality of learning in

assessment.

The challenge!

of

for

as

Descriptive or Evaluative feedback?

1. Try harder next time.

2. Messy!

3. Nearly there.

4. You have definitely improved.

5. Good use of in-text referencing. Make sure you have the

correct punctuation.

6. You have made some errors in agreement. Go back and check

your s+v and grammatical number.

7. ER+. Good work. I am pleased to see your progress.

8. You responded to all aspects of the essay question; now you

might work on the coherence.

Activity –self/peer

assessment

Observation or evidence

Feedback

Feed forward

Assessment task - writingSkill

Activity to facilitate

learning –writing TSs

Feedback

Review & revise feedback

Feed forward

Assessment task - writingSkill

Task: 1. Identify a potential assessment task from the assessments your students are expected to have.

2. Unpack it to its component tasks that students might need to work on.

3. Can you anticipate feedback that would help the students to engage in the iLOAcycle?

4. Be prepared to share your plan to the others.

Tutorial Stream 1:

In-Class Writing Task

MEB University

Source: https://www.youtube.com/watch?v=UtSeNH9PvHw

Dialogic feedback:

1. Support by evidence2. Refer to assessment criteria3. Elicit student views4. Probe for explanation5. Summarise student views6. Praise contributions7. Use wait-time8. Listen actively9. Use non-evaluative comments

ChallengesTime consuming

Labour intensive

Teacher expertise

Technology

Learning styles

• Learner driven / learner generated

• Within the comfort zone

• Self-identified real performance needs

• Work at own time

• Networked

• Tangible, predictable outcomes

• Immediate feedback on effort

• Generally linear processes

• Integrated

Bibliography

Cambridge English. (2017). Learning Oriented Assessment.

http://www.cambridgeenglish.org/research-and-validation/fitness-for-purpose/loa/

Carless, D. & K.K.H. Chan (2016). Managing dialogic use of exemplars. Assessment

and Evaluation in Higher Education,

Carless, D. (2015). Exploring learning-oriented assessment processes. Higher

Education,69(6), 963-976.

Carless, D. (2007). Learning-oriented assessment: conceptual basis and practical

implications. Innovations in Education and Teaching International, 44(1), 57-66.

Carless, D. (2009). Learning-oriented assessment: Principles, practice and a project.

In L. H.Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees

(Eds.), Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice

& Research (pp.79-90). Wellington, New Zealand: Ako Aotearoa

Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment

and feedback: Making learning visible. Studies In Educational Evaluation, 38(1), 21